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“We will lead the nation in improving student achievement.”
CLASS KeysSM
Module 10:Professional Development Plan
For ImprovementSpring 2010
Teacher and Leader Quality
Education Support and Improvement
Resources and Materials
Teachers will need the following resources and materials for this module:
• CLASS KeysSM Notebook
• Professional Development Plan (PDP) for Improvement for CLASS KeysSM
• Module 10 PowerPoint
• Handout 10A: Steps in the PDP Process
• Handout 10B: Example of PDP
Module Objectives
• Introduces the Professional Development Plan (PDP) for Improvement for CLASS KeysSM.
• Explains how the Professional Development Plan is utilized in the CLASS KeysSM process.
• Explains the steps for developing, implementing, and completing the Professional Development Plan.
PDP in the CLASS KeysSM Process
• The Professional Development Plan for Improvement (PDP) is introduced to certified classroom teachers at teacher orientation.
• The PDP provides teachers with a detailed plan that addresses the specific CLASS KeysSM element(s) and/or GTDR item(s) that need improvement.
• The PDP is developed by the evaluator and teacher at any time with district input as needed.
PDP Content
• Documentation of areas of concern on the CLASS KeysSM elements and/or the Georgia Teachers Duties and Responsibilities (GTDR).
• Specific actions, expectations, and timelines for improvement.
• Monitoring and disposition documentation.
PDP Requirements
• Is required for teachers who have any CLASS KeysSM strand scores of NOT EVIDENT on the Annual Evaluation.
• May be required anytime when there is a documented deficiency on the GTDR.
• Takes precedence over a Professional Growth Plan.
• Carries over to the next school year if there are any unresolved issues.
• Continues for teachers who have entered from different evaluation systems.
Handout 10ASteps in the Professional Development
Plan Process
Deficiency or area of concern
identified.
Evaluator meets with teacher to
review PGP and discuss
deficiency.
PGP covers the
deficiency but
modification of the Action
Steps is necessary.
PGP does not address
the deficiency.
PDP developed
and implemented.
The PDP replaces
action steps in the
Professional Growth Plan.
Deficiency is successfully resolved and the PDP is considered complete.
Deficiency is not resolved
requiring additional
revisions to the PDP.
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34
5
Notification for a PDP Conference
• Evaluator uses the GTDR form or the Formative Analysis form to notify the teacher of the need for a conference.
• The areas of concern are marked on the appropriate form and the need for a conference is noted.
• The teacher sees the evaluator as soon as possible to schedule a conference.
Section 1 - Identified Area(s) for Improvement on the PDP
• The top section of the PDP form provides important information (teacher’s name, grade/content taught, the school and district, the name of evaluator, the date the plan is developed, and the projected end date).
• Section 1 will identify the CLASS KeysSM element(s) or GTDR item(s) to be addressed by the PDP.
Teacher: Cindy Bentmire
Grade/Content: Math/Science
School/District: Piedmont ElementaryPiedmont Schools
Evaluator: Dr. Ruth Maddox
Date Plan Developed: February 1, 2011
Projected End Date: April 10, 2011
Section 1 – Identified Area(s) for ImprovementSection 1 – Identified Area(s) for Improvement
Identify the specific CLASS KeysSM element(s) and/or Georgia Teacher Duties and Responsibilities (GTDR) in need of immediate improvement.
SBI 2.2 The teacher effectively communicates learning expectations using
both language of the standards and strategies that reflect a standards-
based classroom.
Handout 10B: Example of Professional Development PlanProfessional Development Plan (PDP) for Improvement for CLASS KeysSM
Teacher Signature: Cindy Bentmire Date: Feb. 1, 2011
Evaluator Signature: Ruth Maddox Date: Feb. 1, 2011
Section 2 – Actions and Expectations of the PDP
The evaluator and teacher will develop action steps to address the deficiency identified.
The following questions will be answered in section 2 of the PDP form.
1. What specific strategies/activities are planned to address the concern(s)?
2. What is an appropriate length of time (timeline) to resolve the deficiency?
3. What assistance, support and/or resources are available and/or needed?
4. What are the expected results?
Section 2 – Actions and ExpectationsSection 2 – Actions and ExpectationsActions Timeline Support/Resources Expected Results
Teacher will complete three (3) peer observations in assigned classrooms.
Feb. 2-March 19, 2011
Implementation Resource peer observation protocol, p. 184; Release time
Complete observations and identify strategies that reflect a standards-based classroom.
Teacher will engage in collegial dialogue/reflection with mentor.
Feb. 22-29, 2011
Collaborative time Teacher will begin communicating learning expectations using language of the standards in classroom.
Teacher will be observed by mentor.
March 22-29, 2011
N/A Mentor will give teacher feedback to provide improvement on SBI 2.2.
• The evaluator and the teacher will develop the monitoring plan with checkpoints for updates on the teacher’s progress.
• The PDP form provides space for two updates, but the teacher and evaluator may determine the number of updates that are required.
• Actual results are documented at each checkpoint.
Section 3 – Monitoring the PDP
Section 3 – Monitoring and Disposition of the Section 3 – Monitoring and Disposition of the
Professional Development Plan for ImprovementProfessional Development Plan for Improvement
Date Actual ResultsCheckpoint 1 April 6,
2011Evaluator observed teacher using the
language of the standards to
communicate learning expectations for
students.
Checkpoint 2 April 13, 2011
Evaluator observed teacher modeling for
students how to compare their work to
the benchmark work to identify their next
steps.
Section 3 – Disposition
• When both teacher and evaluator agree that the areas of concern have been successfully addressed, the PDP is considered complete.
• Copies should be signed and maintained by the evaluator and the teacher.
• Additional revisions to the PDP will be required for any deficiency not successfully resolved.
• PDPs that have not been resolved can impact future employment decisions and the renewal of teacher certification.
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Teacher Signature: Cindy Bentmire Date: April 20, 2011Evaluator Signature: Ruth Maddox Date: April 20, 2011